ASIA-PACIFIC BUSINESS AND MANAGEMENT - MGMT 5604 Course Outline Semester 1, 2013 - Australian School of Business Management
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Australian School of Business
Management
MGMT 5604
ASIA-PACIFIC BUSINESS AND
MANAGEMENT
Course Outline
Semester 1, 2013Table of Contents
PART A: COURSE-SPECIFIC INFORMATION 3
1 STAFF CONTACT DETAILS 3
2 COURSE DETAILS 3
2.1 Teaching Times and Locations 3
2.2 Units of Credit 3
2.3 Summary of Course 3
2.4 Course Aims and Relationship to Other Courses 3
2.5 Student Learning Outcomes 3
3 LEARNING AND TEACHING ACTIVITIES 4
3.1 Approach to Learning and Teaching in the Course 4
3.2 Learning Activities and Teaching Strategies 5
4 ASSESSMENT 5
4.1 Formal Requirements 5
4.2 Assessment Details 5
4.3 Assessment Format 6
4.4 Assignment Submission Procedure 8
4.5 Late Submission 8
5 COURSE RESOURCES 9
6 COURSE EVALUATION AND DEVELOPMENT 9
7 COURSE SCHEDULE 10
8 SEMINAR PROGRAM 11
PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 11
1 ACADEMIC HONESTY AND PLAGIARISM 15
2 STUDENT RESPONSIBILITIES AND CONDUCT 15
2.1 Workload 15
2.2 Attendance 15
2.3 General Conduct and Behaviour 15
2.4 Occupational Health and Safety 16
2.5 Keeping Informed 16
3 SPECIAL CONSIDERATION AND SUPPLEMENTARY EXAMINATIONS 16
4 STUDENT RESOURCES AND SUPPORT 16
2PART A: COURSE-SPECIFIC INFORMATION
1 STAFF CONTACT DETAILS
Lecturer-in-charge: Dr. Bernard Gan
Room: ASB West Wing, Room 551
Phone No: 9385 6701
Email: kcgan@unsw.edu.au
Consultation Times – Monday, 4-6pm (or by appointment)
Tutor: Ms. Rifat Sharmelly
Room: ASB West Wing, Room 521
Email: rifat.sharmelly@unsw.edu.au
Consultation Times – Friday, 2.30pm-3pm (or by appointment)
2 COURSE DETAILS
2.1 Teaching Times and Locations
Lectures start in Week 1(to Week 12): The Time and Location are:
Monday 6:00pm – 7:30pm (ChemSc M18)
Tutorials start in Week 2 (to Week 13). The Groups and Times are:
Monday 7:30pm – 9:00pm (Quad G046)
Thursday 4pm – 5:30pm (ASB 215)
2.2 Units of Credit
The course is worth 6 units of credit.
There is no parallel teaching in this course.
2.3 Summary of Course
Asia Pacific Business and Management (MGMT5604) provides a strategic perspective on the long-
term issues facing multinational and domestic enterprises in Asia today. It pays critical attention to the
external and internal environments of the firm, the nature and sources of competitive advantage of
domestic firms, and on the organisational aspects of developing and managing multinational and
domestic enterprises across the region.
2.4 Course Aims and Relationship to Other Courses
The prerequisite for this course is MGMT 5601 Global Business and the Multinational Enterprise.
Although MGMT5608 Corporate Strategies of East Asia covers East Asian countries, this course
differs from MGMT5608 as it covers the entire Asian Region, with a focus on the institutional and
policy factors.
2.5 Student Learning Outcomes
The key focus of this unit is on competitive strategy and advantage of firms across the Asia Pacific
and South Asia. It examines the regional factors impinging upon the behaviour of businesses in the
3region, and provides strategic insights into successful business models in the region. The course is
designed to provide students with the conceptual tools to understand:
• The dynamic interaction between markets and state intervention guiding the behaviour of
multinational and domestic enterprises within the Asia-Pacific
• The business activities and innovation systems across the economies in the Asia Pacific Region,
including Japan, Korea, China and ASEAN countries.
• Prospects and problems of foreign direct investment and local enterprises in the Asia-Pacific
region
• The policy context of competitive advantage, dynamic learning and innovation in Asian
businesses; the role of networks, market and non-market institutions;
By the end of this course, you should be able to:
1. Demonstrate abilities to put things in proper perspectives through your knowledge of critical
events in Asia Pacific countries and the world
2. Apply tools, techniques and frameworks to evaluate and critically analyse any topic related to
this course
3. Conduct independent research on any topic related to this course
4. Communicate effectively both orally and in writing
5. Collaborate effectively with others to complete an assignment
ASB Graduate Attributes
This course contributes to your development of the following Australian School of Business Graduate
Attributes, which are the qualities, skills and understandings we want you to have by the completion
of your degree:
Learning ASB Graduate Attributes ASB GA
Outcomes No.
1,2,3 Critical thinking and problem solving 1
4,5 Communication 2
4,5 Teamwork and leadership 3
1,2,3 Social, ethical and global perspectives 4
1,2,3 In-depth engagement with relevant disciplinary knowledge 5
1-5 Professional skills 6
To see how the ASB Graduate Attributes relate to the UNSW Graduate Attributes, refer to the ASB
website
(http://www.asb.unsw.edu.au/learningandteaching/aboutlearningandteaching/graduateattributes/Pages
/default.aspx).
3 LEARNING AND TEACHING ACTIVITIES
3.1 Approach to Learning and Teaching in the Course
Interactive Learning and Problem Based Teaching
This course emphasise the interaction between the lecturer, tutor and students. Each week, the lecture
slides and additional reading materials will be uploaded in the Blackboard (course website) to help the
students to preview the materials and to concentrate on listening and critical thinking during the
lecture.
4The seminar discussions comprise company case studies, academic readings and textbook materials,
which help the students to see how the concepts are applied in the real business context. Students will
present the case to the class and discuss with the peers.
An integral part of maximising learning in this course is to engage in reflective learning. Students are
strongly encouraged to reflect on the materials taught, and engage the lecturer and tutor in discussions
of the course materials, and its applicability in the real business context.
3.2 Learning Activities and Teaching Strategies
The course consists of lectures and seminars. The lecture seeks to construct a knowledge framework
for each topic. A one and a half hour lecture will not cover a topic sufficiently. Students should use
the compulsory and additional readings from the course website, readings from the textbook as well
as other relevant sources to build on your knowledge base.
Students should use the seminar presentation to achieve two key outcomes: (a) content outcome, and
(b) skills outcome. The content outcome is demonstrated by the students’ research efforts and in depth
analysis of the topic. The skills outcome is achieved by students working in teams to improve their
communication skills in presentation as well as ability to engage the audience in informed discussions
of the topic.
Study groups comprising 2 – 3 students are formed in the first tutorial, and students work and react
within and across the groups in the seminars throughout the session. No student will be left alone
without any interaction with other students. These study groups present case study seminars, and
provide joint comments on other groups’ presentations.
4 ASSESSMENT
4.1 Formal Requirements
In order to pass this course, you must:
• achieve a composite mark of at least 50; and
• make a satisfactory attempt at all assessment tasks (see below).
4.2 Assessment Details
Assessment Weighting Learning ASB Length Due Date
Task Outcomes Graduate
assessed Attributes
assessed
Seminar See 4.3.1
5% 1,2,4 1,2,4,5,6 Ongoing
Participation below
Team
15% 1-5 1-6 45 mins Ongoing
presentation
Mid-session Week 6, 18:00pm
20% 1-3 1,4,5,6 60 mins
Exam 15 April, 2013
Project Maximum Week 10,18:00pm
20% 1-5 1-6
Report 2500 words 13 May, 2013
University Exam
Final Exam 40% 1-3 1,4,5,6 120 mins
Period
Total 100%
54.3 Assessment Format
4.3.1 Seminar Participation (5%)
Attendance is compulsory. To be eligible for the Tutorial Attendance and Participation mark students
must attend a minimum of eight (8) tutorials. Exemptions may only be made on medical grounds/ and
or official letter from employer due to work commitment.
Grade Description Mark
Outstanding Attends 8 + tutorials and actively participates in both small group 4–5
Contribution and class discussions. Contributions in class reflect thorough
preparation. Provides good insights; has clear and thoughtful
views; and supports and argues for but is open to modifying
positions
Satisfactory Attends 8 + tutorials and participates in both small group and class 2–3
discussions. Contributions demonstrate some preparation for
tutorial. Some contribution of facts or opinion.
Unsatisfactory Attends 8 + tutorials but is an unwilling participant, is observed to 1
rarely speak in small group discussion and never voluntarily
speaks in class discussions. For example: only speaks when
directly addressed by a tutor.
Does not meet Students must attend a minimum of 8 tutorials to be eligible for 0
attendance participation marks
requirement
4.3.2 Team Presentation (15%)
In week 2, students will be organised into teams of 2-3. Each team will be allocated a presentation
topic. Marks will be awarded by the tutor based on the quality of Oral Presentation and Written
Answers to Seminar Questions. Apart from applying topics discussed in the lectures to real world
cases, the oral presentation provides a conducive and non-confrontational platform for students to
practise their soft skills. These include, research skills, working in team, communication, spoken
English and presentation skills. Each week, the tutor and seminar participants will provide feedback to
the presenters to help them improve on these soft skills. More details will be discussed in week 2
seminar.
4.3.2 Project Report
Students should submit a group report, consisting of two or three students per group. Higher quality
is expected from groups with more team members. All students should sign on the cover page of the
report. The same marks will be awarded to all students in the same group.
6Choose from either one of the two following topics:
Topic 1
Companies in the Asia Pacific have long faced competition in their home market from foreign MNEs.
Select any two Asia Pacific companies operating in Asia – one company is successful, where the
other has failed.
Examine the reasons for their success/ or failure in the context of the following 3 topics covered
in this course:
1) Institutional and Policy (The Role of Government)
2) Asian Leadership
3) Any one topic covered in this course
Your report should include broad lessons for other Asia Pacific companies.
Topic 2
Select two Foreign MNEs competing in the same industry in a country in the Asia-pacific region.
Conduct an in-depth longitudinal analysis of how these MNEs sustain competitive advantages over
time, in particular, to environmental/ institutional changes. From this analysis, your report should
draw specific lessons learnt operating in this country.
Length: Maximum 2500 words excluding executive summary, endnotes, figures and references.
Format: Your report must be formatted as per the requirements below:
- Identical electronic copy must be submitted via the Course Website
- Use 11pt or 12pt font
- 2.5 cm left margin
- 1.5 line spacing
- Leave a line between each paragraph
- Number each page
- Student number and course code (MGMT 5604) to appear on every page
- Coversheet completed correctly and attached - coversheet available on course website.
Please show the word count, along with all other details on the cover sheet.
- A separate page of Executive summary (excluded from the word count)
- Use Harvard method for referencing - more information can be found on the ASB EDU
website
Failure to adhere to the required formatting style will attract penalty.
Be as concise as possible, avoid verbosity. Your project will be assessed for analytical content and
presentation. Marking criteria:
- Development of a consistent, clear and well-supported answer to the question
- Overall quality of analysis, depth of reflection/ thinking in terms of the key themes and
issues raised in the question
- Quality of academic research (sourced from appropriate journals/ databases, appropriate
number of sources, relevance of sources to your argument)
- Appropriate structure (logical sequence; transitions between parts; well-developed paragraphs)
- Clarity of expression & grammar
- Correct format of in-text citations and bibliography using Harvard style (EDU Harvard
Guide)
All work must be original and must not have been submitted for any other subject or course here or
elsewhere. Copying or plagiarising works of other authors, including your fellow students or cutting
and pasting from the internet and other sources is an offence and will attract heavy penalty. Students’
work will be cross-checked with the turninit database.
7Quality Assurance
The ASB is actively monitoring student learning and quality of the student experience in all its
programs. A random selection of completed assessment tasks may be used for quality assurance,
such as to determine the extent to which program learning goals are being achieved. The information
is required for accreditation purposes, and aggregated findings will be used to inform changes aimed
at improving the quality of ASB programs. All material used for such processes will be treated as
confidential and will not be related to course grades.
4.4 Assignment Submission Procedure
The project report is due at 6:00 pm on Monday, 13th May 2013.
1) Hard copies of the Assignments are to be handed in week 10 lecture.
2) Soft copies of the Assignments are to be submitted online to “Turnitin” in the course website on
the blackboard before 6:00 pm on Monday, 13th May 2013. The results of the assignment will be
withheld till soft copy of the assignment has been submitted online.
Complaint and Peer Review
The assignment should represent an equal contribution by all group members, although the allocation
of tasks involved is the prerogative of individual teams. Group work can be rewarding but requires
considerable cooperation and coordination between team members. It is important to clarify your
roles early in the project, make regular meeting dates, and establish time lines for finishing work. It is
also essential that you maintain a “group diary”– a record of group discussions, email exchanges and
meetings.
If a group has a complaint against one or more group members, the group should approach the
member(s) and try to resolve the matter. If the matter is still not resolved, then the group should take
up the matter with the course coordinator. If necessary, a confidential peer review will be available for
your project group to evaluate the contribution of each group member (including yourself) to the
project report.
The peer review form is available in the course website. Any group that has disputes must submit
completed forms latest by 6 May 2013, Week 9. All peer review will be treated as strictly
confidential. If one of the group members receives an average score of Poor (2) or lower,
investigation will be conducted by the tutor. If there is sufficient evidence from the group diary
(meeting minute, written record of meeting attendance, and etc.) showing that a group member is
contributing little to the project, this group member will be removed from the group, and will submit
the project report individually.
4.5 Late Submission
You must submit all assignments and attend all examinations scheduled for your course. A penalty of
10% for each day the assignment is late will be applied. You should seek assistance early if you
suffer illness or misadventure affecting your course progress. No extensions will be granted except in
the case of serious illness or misadventure or bereavement which must be supported with
documentary evidence.
Requests for extensions must be made to the course coordinator by email and be accompanied
by the appropriate documentation no later than 24 hours before the due date of the assignment.
Note: A request for an extension does not guarantee that you will be granted one. If you require
special consideration read the advice on UNSW policies and procedures listed in Part B of the course
outline.
85 COURSE RESOURCES
The website for this course is on UNSW Blackboard at:
http://lms-blackboard.telt.unsw.edu.au/webapps/portal/frameset.jsp
The textbook for this course is:
1. Harukiyo Hasegawa and Carlos Noronha (eds.) (2009), Asian Business and Management: Theory,
Practice and Perspectives, Palgrave Macmillan.
Compulsory readings and cases for seminars are listed in the course outline page 11-14.
Additional Readings for this course will be uploaded in the course website (Blackboard) each week.
In addition to the compulsory readings, students should use these additional readings to build on their
understanding of the lecture and topic each week.
Reference Books for this course are:
1. Chien, W, Shih, S and Chu,P-Y, (2005), Business Growth Strategies for Asia Pacific, John Wiley
& Sons (Asia) Pte Ltd.
2. Haley Usha C.V. (2000), Strategic Management in the Asia Pacific: Harnessing Regional
and Organisational Change for Competitive Advantage, Oxford, Butterworth-Heinmann.
2. Sonia El Kahal, (2001), Business in Asia Pacific: Text and Cases, Oxford University Press.
3. Tselichtchev, I. and Debroux, P. (2009), Asia’s Turning Point: An Introduction to Asia’s
Dynamic Economies at the Dawn of the New Century, John Wiley & Sons (Asia) Pte Ltd.
Relevant Journals
1. Asia Pacific Journal of Management
2. Asia Pacific Business Review
The following websites are also useful sources:
1. The Economist: http://www.economist.com/
2. Mckinsey Quarterly: http://www.mckinseyquarterly.com/home.aspx
3. Harvard Business Review: http://hbr.org/
4. Asian Development Bank: http://beta.adb.org/main
5. Financial Times (Asia): http://www.ft.com/home/asia
6. Bloomberg Businessweek: http://www.businessweek.com/
7. TED: http://www.ted.com/
Useful iphone and ipad apps:
1. Zite: http://zite.com/ (One stop news center)
2. Blackboard: http://www.blackboard.com/platforms/mobile/overview.aspx (To access course
website via UNSW Blackboard)
3. Mendeley: http://www.mendeley.com/ (Managing research)
4. Zotero: http://www.zotero.org/ (Managing research)
6 COURSE EVALUATION AND DEVELOPMENT
Each year feedback is sought from students and other stakeholders about the courses offered in the
School and continual improvements are made based on this feedback. UNSW's Course and Teaching
Evaluation and Improvement (CATEI) Process is one of the ways in which student evaluative
feedback is gathered. In this course, we will seek your feedback through end of semester CATEI
evaluations and online reflective journals (Google forms).
97 COURSE SCHEDULE
WK DATE TOPIC READINGS
1 4 Mar 1. Introduction and Textbook Chapter 1
Overview No Tutorials
2 11 Mar 2. The East and South-East Seminar #1: Perkin (1994); Tselichtchev and Debroux
Asian economies (2009)
Institutional and Policy Briefs on Case Presentation
Issues Organisation of Presentation Groups
3 18 Mar 3. The Flying Geese Model Seminar #2: Li (2000); Suh and Seo (1996); Heng (2010)
of Development, FDI & Case: Evans (1998). ‘Transferable lessons? Re-examining
MNEs in the Asia-Pacific the Institutional pre-requisites of East Asian Economic
Region Policies’.
4 25 Mar 4. From Miracle to Crisis: Seminar #3: Dowling & Valenzuela (2010); Haley
Post-Crisis Strategies for (2000); Yip and Singh (2000)
Asia Pacific Case: Ko, Stephen (2006). ‘Giordano International:
Sustained Success Beyond 2005?’, Asia Case Research
Centre –The University of Hong Kong HKU556.
29 Mar – Midsession Break
7 Apr
5 8 Apr 5. The rise of China and its Seminar #4: Chia and Sussangkam (2006); Kuhn (2000) ;
roles in Asia Pacific Shenkar (2005)
Case: Suh et al. (2004). ‘Globalization Strategies of South
Korean Electronics Companies after the 1997 Financial
Crisis’.
6 15 Apr Midsession Examinations (No Lecture and Tutorials)
7 22 Apr 6. Culture and Asian Values Seminar #5: Textbook Chapter 5, Milner (2000) ; Chien
et al. (2005);
Case: Tisdell, Clem (2009) ‘Economic Reform and
Openness in China: China’s Development Policies in the
Last 30 Years’, Economic Analysis & Policy, 39(2): 271-
294.
8 29 Apr 7. Asian Leadership Seminar #6: Textbook Chapter 6, Swierczek F.W. (1991);
Mills D. Quinn. (2005)
Case: Chua, R., Chen, SH. and Kwan, LB. (2010). ‘CDG:
Managing in China’s Economic Transformation’, Harvard
Business School Case 9-411-067.
9 6 May 8. The Geopolitical Risks of Seminar #7: Lee and Oh (2007); Lim and Stern (2003)
Doing Business in Asia: Case: Textbook – “Leadership at Sharp, SK Telecom and
Corruption & Crony Li & Fung” pp. 143-145.
Capitalism
10 13 May 9. Employment Relations in Seminar #8: Kuruvilla & Erickson (2002); Tan (2004)
Asia Case: Dieleman & Sachs (2006), Oscillating between a
NB: Group Assignment relationship-based and a market-based model: The Salim
Due in the Lecture Group.
11 20 May 10. Comparative Seminar #9: Textbook Chapter 9 and 12
Management in Case: Leggett, C. (2007), ‘From Industrial Relations to
Singapore and China Manpower Planning: The Transformations of Singapore’s
Industrial Relations’.
12 27 May 11. Course Review and Seminar #10:
Exams Preparation Case: Applegate, L., Neo, BS., Barlett, N. and Chang-
Leow, D. (2004). ‘PSA: The World’s Port of Call’,
Harvard Business School Case 9-802-003.
13 3 Jun No Lecture Seminar #11: A summary and Review of Final Exam
108 SEMINAR PROGRAM AND COMPULSORY READING LIST
Students will form presentation groups (consisting of 2-3 students) during the first seminar meeting in
Week 2. Each group will be allocated one reading from the list. The group will present a case study
on the assigned topic and will lead discussion of the class.
Topic 1 (Week 1): Introduction and Overview
Compulsory Reading:
• Texbook Chapter 1
Seminar #1 (Week 2)
1. Forming presentation groups. Allocation of Discussion Questions.
2. How to Prepare Case Studies.
Topic 2 (Week 2): The East and South-East Asian Economies Institutional and Policy Issues
Compulsory Readings:
• Perkins, D. (1994). ‘There are at Least Three Models of East Asian Development’, World
Development, 22 (4): 655-661.
• Tselichtchev, I. and Debroux, P. (2009). ‘Chapter 3: Structural Transformation – The State’, in
Asia’s Turning Point: An Introduction to Asia’s Dynamic Economies at the Dawn of the New
Century, John Wiley & Sons (Asia) Pte Ltd: 47-64.
Seminar #2 (Week 3)
Case: Evans, P (1998). ‘Transferable lessons? Re-examining the Institutional pre-requisites of East
Asian Economic Policies’, Journal of Development Studies, 34(6): 66-86.
1. Identify the salient features of the East Asian (Economic/ Development) Model.
2. How does this model contribute to the Asian Miracle between 1950s and 1990s?
3. After the 1997 Asian Financial Crisis, many criticise the East Asian Model. Is it still relevant
today? If yes, how so? If no, why not?
Topic 3 (Week 3): The Flying Geese Model of Development, FDI and MNEs in the Asia Pacific
Region
Compulsory Readings:
• Li, P. (2000). ‘The evolution of multinational firms from Asia: A longitudinal study of Taiwan’s
Acer Group’, in Haley, U. (ed.), Strategic Management in the Asia Pacific, Oxford, Butterworth
Heinemann: 474-489.
• Suh, C. and Seo, J. (1996). ‘Trends in the Pattern of Foreign Direct Investment: The Case of Asia-
Pacific Region’, in Levy, A. (ed.), Handbook on the Globalization of the World Economy, Edward
Elgar, Aldershot: 123-146.
• Heng, S-H (2010). ‘The 2008 Financial Crisis and the Flying Geese Model’, East Asia, 27: 381-
384.
Seminar #3 (Week 4)
Case: Ko, Stephen (2006). ‘Giordano International: Sustained Success Beyond 2005?’, Asia Case
Research Centre –The University of Hong Kong HKU556.
1. Explain how Giordano consolidated its position for the first 15 years of its operations. How has
the trade pattern in Asia shaped Giordano’s growth?
2. What were Giordano’s key success factors and sources of competitive advantage? Can its past and
present success guarantee its future success?
3. What broad lessons on the Flying Geese Model can be drawn from this case?
11Topic 4 (Week 4): From Miracle to Crisis: Post-1997 East Asian Financial Crisis Strategies for
Asia Pacific
Compulsory Readings:
• Dowling and Valenzuela (2010). ‘Chapter 3: The Asian Crisis and Recent Developments’, in
Economic Development in Asia 2nd Edition, Cengage Learning, Singapore: 51-82.
• Haley, U.C.V. (2000). ‘Successful Strategies in Post-Crisis Asia’, in Richter, F-J. (ed.), The East
Asia Development Model: Economic Growth, Institutional Failure and the Aftermath of the
Crisis, Macmillan Press Ltd, London: 287-296.
• Yip, G. and Singh, K. (2000). ‘Postscript: Asian Crisis and Aftermath’, in Yip, G. (ed.), Asian
advantage: Key strategies in winning in the Asia-Pacific region, Perseus Publishing, Cambridge:
375-409.
Seminar #4 (Week 5)
Case: Suh, C., Kwon, S. and Rhee, D. (2004). ‘Globalization Strategies of South Korean Electronics
Companies after the 1997 Financial Crisis’, Asia Pacific Business Review, Special Issue, 10: (3/4): 1-
20.
1. How the 1997 Asian Financial Crisis affect the South Korean Electronics Companies?
2. Compare and contrast their globalisation strategies before and after the 1997 Financial Crisis.
3. Recall Week 3 discussion (Re: Question 3), does this specific Korean experience support the
relevancy of the East Asian Model today?
Topic 5 (Week 5): The Rise of China and its Roles in Asia Pacific
Compulsory Readings:
• Chia, S.Y. and Sussangkarn, C. (2006). ‘The Economic Rise of China: Challenges and
Opportunities for ASEAN’. Asian Economic Policy Review, 1(1):102–128.
• Kuhn, R.L. (2000). ‘Chapter 5: Chinese Characteristics’ in Made in China – Voices from the New
Revolution, TV Books. NY.
• Shenkar, O. (2005). ‘Chapter 3: Like No Other’ in The Chinese Century: The Rising Chinese
Economy and Its Impact on the Global Economy, the Balance of Power, and Your Job, Pearson
Education, NJ.
No Seminar (Week 6)
Mid Session Examinations
Seminar #5 (Week 7)
Case: Tisdell, Clem (2009). ‘Economic Reform and Openness in China: China’s Development
Policies in the Last 30 Years’, Economic Analysis & Policy, 39(2): 271-294.
1. Identify and discuss the critical events and the Chinese leaders who play key roles in China’s
economic reforms and development since the mid-1970s.
2. What is meant by “Market Socialism with Chinese Characteristics”? Is this development policy
likely to change when the incoming Chinese leadership takes over in March 2013?
3. Choose one company in the Asia Pacific region and explore how this company has benefited from
the “Rise of China”.
12Topic 6 (Week 7): Culture and Asian Values
Compulsory Readings:
• Textbook Chapter 5
• Milner, Anthony. (2000). ‘What happened to Asian Values?’, in Segal, G. And Goodman, D.
(ed.), Towards Recovery in Pacific Asia, Routledge, London: 56-68.
• Chien, W, Shih, S and Chu,P-Y, (2005), ‘Chapter 2: Understanding Asian Culture and Business
Practice’, in Business Growth Strategies for Asia Pacific, John Wiley & Sons (Asia) Pte Ltd.
Seminar #6 (Week 8)
Case: Chua, R., Chen, SH. and Kwan, LB. (2010). ‘CDG: Managing in China’s Economic
Transformation’, Harvard Business School Case 9-411-067.
1. Should Chen’s sales team be completely removed? Why or why not?
2. What advice would you give Roc Yang? Where should he draw the line between upholding
CDG’s company culture based on professionalism and quality, and adhering to the local business
culture that relies on guanxi?
3. Can guanxi be a source of sustained competitive advantage for doing business in China?
Topic 7 (Week 8): Asian Leadership
Compulsory Readings:
• Swierczek F.W. (1991). ‘Leadership and Culture: Comparing Asian Managers’, Leadership and
Organization Development Journal, 12(7): 3-10.
• Mills D. Quinn. (2005). ‘Asian and American Leadership Styles: How Are They Unique?
Harvard Business School Working Knowledge: 1-7.
Seminar #7 (Week 9)
Case: Textbook – “Leadership at Sharp, SK Telecom and Li & Fung” pp. 143-145.
1. In order for Asian Leadership to further develop globally, which characteristics of the leaders
described do you consider having a major impact? Explain why.
2. Korean, Japanese and Chinese leadership styles reflect strong philosophical Confucian
foundations. Which of these philosophical foundations do you recognise in these three leaders?
Explain why.
3. Using contemporary Western leadership theories – transactional, transformational and charismatic
leadership – discuss how these three leaders adapt different leadership styles.
Topic 8 (Week 9): The Geopolitical Risks of Doing Business in Asia: Corruption and Crony
Capitalism
Compulsory Readings:
• Lee and Oh (2007). ‘Corruption in Asia: Pervasiveness and arbitrariness’, Asia Pacific Journal of
Management, 24: 97-114.
• Lim and Stern (2003). ‘State Power and Private Profit: the political economy of corruption in
Southeast Asia’, Asia-Pacific Economic Literature, 16(2): 18-52.
Seminar #7 (Week 10)
Case: Dieleman and Sachs (2006), “Oscillating between a relationship-based and a market-based
model: The Salim Group”, Asia Pacific Journal of Management, 23: 521-536.
1. What is crony capitalism? Do you believe there is a substantive difference (i.e. one that has a
different impact economic outcome) between domestic companies lobbying their national
13government to restrict foreign ownership and crony-capitalism (companies benefiting from
friendship ties to government)?
2. Discuss broad anti-corruption policies that an MNC can adopt when doing business in Asia.
3. Describe Salim Group’s progression from relationship-based to market-based strategies through
time. What lessons can be drawn from the Salim Group’s strategies?
Topic 9 (Week 10): Employment Relations in Asia
Compulsory Readings:
• Kuruvilla and Erickson (2002). ‘Change and Transformation in Asian Industrial Relations’,
Industrial Relations, 41(2): 171-227.
• Tan, C.H. (2004). ‘Chapter 15: Employment Relations in Southeast Asia’ in Employment
Relations in Singapore 4th Edition, Prentice Hall, Singapore.
Seminar #9 (Week 11)
Case: Leggett, C. (2007). ‘From Industrial Relations to Manpower Planning: The Transformations of
Singapore’s Industrial Relations’, International Journal of Human Resource Management, 18(4):
642-664.
1. Discuss the role of Labour (NTUC), the role of employers (SNEF) and the role of the state (the
PAP government) in the context of tripartism/ corporatism.
2. Discuss the transformation of Singapore’s industrial relations over time.
3. If you are the HR Director of an MNC based in Singapore, how will you engage the key industrial
relations stakeholders (i.e. the Labour unions, the SNEF and the Ministry of Manpower)?
Topic 10 (Week 11): Comparative Management in Singapore and China
Compulsory Readings:
Textbook Chapters 9 and 12
Seminar #10 (Week 12)
Case: Applegate, L., Neo, BS., Barlett, N. and Chang-Leow, D. (2004). ‘PSA: The World’s Port of
Call’, Harvard Business School Case 9-802-003.
1. Evaluate the evolution of PSA from a government statutory board to a privatised company. How
have the mission, strategy, and organisation changed to keep pace with changing social,
technological, and government context?
2. Evaluate whether the Singaporean management style is suitable to ensure PSA globalise
successfully.
3. More than 70 percent of the Singaporean population are Chinese. Since Singapore and China
shares the common cultural values, do you think they have similar management styles? If not,
which aspects are different? Which aspects are similar?
Topic 11 (Week 12): Course Review and Exams Preparation
Seminar #11 (Week 13)
Review of the Course and Preparation for the Final Exams
March 2013
Dr. Bernard Gan
14PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 1 ACADEMIC HONESTY AND PLAGIARISM The University regards plagiarism as a form of academic misconduct, and has very strict rules regarding plagiarism. For UNSW policies, penalties, and information to help you avoid plagiarism see: http://www.lc.unsw.edu.au/plagiarism/index.html as well as the guidelines in the online ELISE and ELISE Plus tutorials for all new UNSW students: http://info.library.unsw.edu.au/skills/tutorials/InfoSkills/index.htm. To see if you understand plagiarism, do this short quiz: http://www.lc.unsw.edu.au/plagiarism/plagquiz.html For information on how to acknowledge your sources and reference correctly, see: http://www.lc.unsw.edu.au/onlib/ref.html For the ASB Harvard Referencing Guide, see ASB Referencing and Plagiarism webpage (ASB >Learning and Teaching>Student services>Referencing and plagiarism) 2 STUDENT RESPONSIBILITIES AND CONDUCT Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed. Information and policies on these topics can be found in the ‘A-Z Student Guide’: https://my.unsw.edu.au/student/atoz/A.html. See, especially, information on ‘Attendance and Absence’, ‘Academic Misconduct’, ‘Assessment Information’, ‘Examinations’, ‘Student Responsibilities’, ‘Workload’ and policies such as ‘Occupational Health and Safety’. 2.1 Workload It is expected that you will spend at least ten hours per week studying this course. This time should be made up of reading, research, working on exercises and problems, and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities. 2.2 Attendance Your regular and punctual attendance at lectures and seminars is expected in this course. University regulations indicate that if students attend less than 80% of scheduled classes they may be refused final assessment. 2.3 General Conduct and Behaviour You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to
leave the class. More information on student conduct is available at:
https://my.unsw.edu.au/student/atoz/BehaviourOfStudents.html
2.4 Occupational Health and Safety
UNSW Policy requires each person to work safely and responsibly, in order to avoid personal
injury and to protect the safety of others. For more information, see
http://www.ohs.unsw.edu.au/.
2.5 Keeping Informed
You should take note of all announcements made in lectures, tutorials or on the course web site.
From time to time, the University will send important announcements to your university e-mail
address without providing you with a paper copy. You will be deemed to have received this
information. It is also your responsibility to keep the University informed of all changes to your
contact details.
3 SPECIAL CONSIDERATION AND SUPPLEMENTARY
EXAMINATIONS
You must submit all assignments and attend all examinations scheduled for your course. You
should seek assistance early if you suffer illness or misadventure which affects your course
progress.
General Information on Special Consideration:
1. All applications for special consideration must be lodged online through myUNSW
within 3 working days of the assessment (Log into myUNSW and go to My Student
Profile tab > My Student Services channel > Online Services > Special Consideration).
Then submit the originals or certified copies of your completed Professional Authority
form (pdf - download here) and other supporting documentation to Student Central. For
more information, please study carefully the instructions and conditions at:
https://my.unsw.edu.au/student/academiclife/StudentCentralKensington.html.
2. Please note that documentation may be checked for authenticity and the submission of
false documentation will be treated as academic misconduct. The School may ask to see
the original or certified copy.
3. Applications will not be accepted by teaching staff. The lecturer-in-charge will be
automatically notified when you lodged an online application for special consideration.
4. Decisions and recommendations are only made by lecturers-in-charge, not by tutors.
5. Applying for special consideration does not automatically mean that you will be granted
a supplementary exam or other concession.
6. Special consideration requests do not allow lecturers-in-charge to award students
additional marks.
4 STUDENT RESOURCES AND SUPPORT
The University and the ASB provide a wide range of support services for students, including:
• ASB Education Development Unit (EDU) (www.business.unsw.edu.au/edu)
16Academic writing, study skills and maths support specifically for ASB students. Services
include workshops, online and printed resources, and individual consultations. EDU Office:
Room GO7, Ground Floor, ASB Building (opposite Student Centre); Ph: 9385 5584; Email:
edu@unsw.edu.au
• Blackboard eLearning Support: For online help using Blackboard, follow the links from
www.elearning.unsw.edu.au to UNSW Blackboard Support / Support for Students. For
technical support, email: itservicecentre@unsw.edu.au; ph: 9385 1333
• UNSW Learning Centre (www.lc.unsw.edu.au )
Academic skills support services, including workshops and resources, for all UNSW
students. See website for details.
• Library training and search support services:
http://info.library.unsw.edu.au/web/services/services.html
• IT Service Centre: Technical support for problems logging in to websites, downloading
documents etc. https://www.it.unsw.edu.au/students/index.html
UNSW Library Annexe (Ground floor)
• UNSW Counselling and Psychological Services (http://www.counselling.unsw.edu.au)
Free, confidential service for problems of a personal or academic nature; and workshops on
study issues such as ‘Coping With Stress’ and ‘Procrastination’.
Office: Level 2, Quadrangle East Wing; Ph: 9385 5418
• Student Equity & Disabilities Unit (http://www.studentequity.unsw.edu.au) Advice
regarding equity and diversity issues, and support for students who have a disability or
disadvantage that interferes with their learning. Office: Ground Floor, John Goodsell
Building; Ph: 9385 4734
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